Gender Differences in Adolescents’ Attitudes Toward School Physical Education

1991 ◽  
Vol 11 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Moira D. Luke ◽  
Gary D. Sinclair
Keyword(s):  
Physical Education ◽  
Teacher Behavior ◽  
Female Students ◽  
Attitudes Toward School ◽  
Negative Attitudes ◽  
Male And Female ◽  
Education Experience ◽  
Physical Education Students ◽  
Attitudes Toward Physical Education ◽  
Main Determinants

The purpose of this study was to identify and examine the potential determinants of male and female adolescents’ attitudes toward school physical education. Students (N=488), randomly selected from four large metropolitan schools, were asked to comment on their school physical education experience from kindergarten through Grade 10. A systematic content analysis was used to categorize these responses. Three main questions were addressed: What factors in the K-10 physical education experience of male/female students contribute to the development of positive/negative attitudes toward physical education? Are these factors different for males and females? Are they different for students electing to take school physical education? Five main determinants of attitude were identified in ranked order: curriculum content, teacher behavior, class atmosphere, student self-perceptions, and facilities. Overall, male and female students identified the same determinants in the same order of priority.

Determinants of Attitudes Toward Physical Education

1985 ◽  
Vol 4 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Grace E. Figley
Keyword(s):  
Physical Education ◽  
Critical Incident ◽  
Great Majority ◽  
Teacher Education Programs ◽  
Physical Educators ◽  
Incident Report ◽  
Education Programs ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education

The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.

scholarly journals Exploring common stressors in physical education: A qualitative study

2018 ◽  
Vol 25 (3) ◽  
pp. 675-690 ◽  
Author(s):  
Kate Tudor ◽  
Mustafa Sarkar ◽  
Christopher Spray
Keyword(s):  
Physical Education ◽  
Social Environment ◽  
Peer Group ◽  
Attitudes Toward School ◽  
Structured Interviews ◽  
School Students ◽  
Daily Stressors ◽  
Negative Attitudes ◽  
The Social ◽  
Environmental Demands

Daily stressors, or hassles, refer to the everyday environmental demands that constitute a threat or challenge, or exceed an individual’s biological or psychological capacities. Increasing evidence suggests that daily stressors have a significant impact on adolescents’ educational outcomes, for example, performance, wellbeing and negative attitudes toward school; however, there is limited research examining the concept of common stressors in physical education (PE) lessons. As early adolescence is a developmental period associated with decreased engagement in PE, it is important to identify the environmental stressors that may be associated with increased disengagement. The study included 54 secondary school students and six PE teachers from five schools in the English Midlands. Semi-structured interviews and focus groups were conducted and a thematic analysis was applied to the interview transcripts. Three higher order themes were identified from the data: the social environment; the physical and organisational environment; and the performance environment. Common stressors within the social environment included: interpersonal transactions between peers; differences in effort levels during PE; and working outside one’s peer group. Stressors within the physical and organisational environment consisted of environmental situations within the changing facilities and the availability of activities. Finally, performance environment stressors included: situations involving the difficult acquisition of physical skills; and situations where physical appearance and physical competencies were exposed. The study extends previous findings by identifying potentially threatening and frustrating environmental demands that have not been identified in the previous literature. The current study is the first to explore the typical stressors that are experienced by students in PE.

Measuring positive attitudes toward persons with dementia: A validation of the Allophilia scale

Dementia ◽  
2016 ◽  
Vol 16 (8) ◽  
pp. 1045-1060 ◽  
Author(s):  
Jennifer M Kinney ◽  
Takashi Yamashita ◽  
J Scott Brown
Keyword(s):  
Assessment Tool ◽  
Female Students ◽  
Validity And Reliability ◽  
Negative Attitudes ◽  
Male And Female ◽  
Multigroup Analysis ◽  
Positive Attitudes ◽  
Confirmatory Factor ◽  
Valid Assessment ◽  
Changing Attitudes

Efforts to combat ageism typically focus on negative attitudes toward members of an out-group. Changing attitudes also requires assessment and enhancement of positive attitudes. This study examined the psychometric properties of Allophilia scale when used to measure college students' positive attitudes toward persons with dementia. Data collected from 465 students were analyzed using confirmatory factor analysis and multigroup analysis by gender to assess the validity and reliability of the Allophilia scale. Results showed that the Allophilia scale is valid both for male and female students. The Allophilia scale is a valid assessment tool for measuring positive attitudes toward persons with dementia. Use of this scale will contribute to our understanding of attitudes toward persons with dementia and has implications for the design of interventions to facilitate positive attitudes toward members of this out-group.

scholarly journals Morphological characteristics of female students of physical education compared to students of other subjects at the faculty of physical education and sport in Biała Podlaska

2013 ◽  
Vol 20 (4) ◽  
pp. 279-282
Author(s):  
Agnieszka Wasiluk ◽  
Jerzy Saczuk ◽  
Jan Czeczelewski ◽  
Barbara Długołȩcka ◽  
Ewa Czeczelewska
Keyword(s):  
Physical Education ◽  
Morphological Characteristics ◽  
Female Students ◽  
Extension Education ◽  
First Year ◽  
Education Students ◽  
Physical Education Students ◽  
Anthropometric Features ◽  
Education Market ◽  
Selection Of

Abstract Introduction. TIn a situation characterized by a low birth rate and a highly competitive education market, increasing attention is currently being paid not only to students' level of education, but also to their competencies and predisposition. Consequently, the purpose of this study is to analyze differences in morphological features among physical education students as compared with students of other subjects at the Faculty of Physical Education and Sport (WWFiS) in Biała Podlaska. Material and methods. This study is based on anthropometric data from 165 first-year female students at WWFiS in Biała Podlaska. Analysis was conducted on a selection of students divided into groups based on their study profile. Using the technique developed by Martin and Saller, measurements were taken of the anthropometric features required to determine BMI and WHR indexes and to estimate body tissue composition. The following were used to characterize the collected variables: sample size (n) arithmetic mean ( ) and standard deviation (SD). Differences among the groups with regard to the features being measured were assessed using ANOVA variation analysis and NIR testing. Results. The study did not confirm reports from other authors concerning analysis of connections between bodily structure and education profile. Thus, it should be concluded that a student's physique plays only a small role in their being selected to study physical education. Conclusions. The differences noted between the groups should rather be interpreted as owing to environmental differences in the lifestyles of the girls in question, rather than to recruitment procedures and, by extension, education profile.

scholarly journals Actitudes hacia la homosexualidad y personas trans en estudiantes de educación física de Chile (Attitudes towards homosexuality and trans people in physical education students in Chile)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 46-52
Author(s):  
Fernando Maureira Cid ◽  
Natalia Escobar Ruiz ◽  
Elizabeth Flores Ferro ◽  
Valentina Bahamonde Acevedo ◽  
Marcelo Hadweh Briceño ◽  
...  
Keyword(s):  
Physical Education ◽  
Validity And Reliability ◽  
Education Students ◽  
Negative Attitudes ◽  
Men And Women ◽  
Physical Education Students ◽  
Trans People ◽  
Low Levels

  Introducción: La homofobia se entiende como el sentimiento de rechazo o temor hacia una persona homosexual. La discriminación y desaprobación hacia las personas denominadas como transgénero o transexual es conocido como transfobia. Ambas actitudes están muy presentes en la Educación Física, por eso el objetivo de la presente investigación fue validar dos escalas de actitudes negativas hacia la homosexualidad y personas trans en estudiantes de Educación Física de Chile y describir sus actitudes. Método: se aplicó la escala de homofobia EHF-10 y la escala de actitudes negativas hacia personas trans a 255 estudiantes de Pedagogía en Educación Física de tres universidades de Chile. Resultados: los dos instrumentos presentan niveles adecuados de validez y confiabilidad. Las afirmaciones: Me avergonzaría tener un hermano homosexual o hermana lesbiana y Las personas trans no deberían poder enseñar en las escuelas poseen el mayor porcentaje de respuestas totalmente en desacuerdo y en desacuerdo con más del 90%. Los resultados de la escala de homofobia EHF-10 no presentan diferencias significativas entre hombres y mujeres y en la escala de actitudes negativas hacia personas trans sólo presenta diferencias en uno de sus ítems. Conclusión: ambas escalas son válidas y confiables para ser aplicadas a estudiantes de Educación Física. Se observan bajos niveles de homofobia y transfobia en la muestra.  Abstract. Introduction: Homophobia is understood as the feeling of rejection or fear towards a homosexual person. Discrimination and disapproval of people referred to as transgender or transgender is known as transphobia. Both attitudes are very present in Physical Education, so the objective of this research is to validate two scales of negative attitudes towards homosexuality and trans people in students of Physical Education of Chile and describe their attitudes. Method: the homophobia scale EHF-10 and the scale of negative attitudes towards trans people were applied to 255 students of Physical Education Pedagogy from three universities in Chile. Results: The two instruments have adequate levels of validity and reliability. The statements: I would be ashamed to have a gay brother or lesbian sister and Trans people should not be able to teach in schools have the highest percentage of responses totally disagreeing and disagreeing with more than 90%. The results of the homophobia scale EHF-10 present no significative differences between men and women and in the scale of negative attitudes towards trans people only present differences in one of its items. Conclusion: Both scales are valid and reliable to be applied to students of Physical Education. Low levels of homophobia and transphobia were observed in the sample.

scholarly journals Physical activity could reduce violent behavior among undergraduate Sport Science students

2015 ◽  
Vol 6 (2) ◽  
pp. 1009-1016
Author(s):  
Ibrahim Mohammad Harafsheh ◽  
Ibrahim Abdul Ghani M. Salameh ◽  
Hasan Alkhaldi
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Violent Behavior ◽  
Female Students ◽  
Science Students ◽  
Male And Female ◽  
Sport Science ◽  
Sport Activities ◽  
Males And Females ◽  
Graduating Students

The purpose of this study was to determine whether Physical activity could reduce violent behavior among undergraduate Sport Science students and may differ according to gender. The sample of study consisted of (80) male and female students of the expected graduating students in the Faculty at a rate of (%80) from the original community. a questionnaire consisted of (10) paragraphs was used. And after doing the suitable statistical treatments it was pin-pointed that practicing the sport activities has a big role in belittling the level of violence and at a very big degree amongst students of the Faculty of Physical Education and Sport Science in theHashemiteUniversity, and there are no differences between males and females. The researchers recommended with the necessity of preparing more studies about the phenomenon of violence for the different age stages.

scholarly journals RELIGIOSITY AND PHYSICAL EDUCATION STUDENTS' ATTITUDES TOWARDS HOMOSEXUALITY

2020 ◽  
pp. 189
Author(s):  
Yannis Georgiou ◽  
Aggeliki Fotiou
Keyword(s):  
Physical Education ◽  
Greek Version ◽  
Education Students ◽  
Male And Female ◽  
Independent Variables ◽  
Sports Science ◽  
Physical Education Students ◽  
Two Factors ◽  
Female Homosexuality ◽  
Students Attitudes

The aim of the present study was to investigate the attitudes of self-oriented heterosexual students of the Department of Physical Education and Sports Science towards male and female homosexuality, in combination with the level of religiosity they display. The religiosity factor was evaluated based on the frequency of visits paid to temples to perform religious duties. Concerning their attitudes, the scale used was the Greek version of Attitudes Towards Lesbians and Gay Men (ATLG) with two factors, for male and female homosexuality respectively. The sample consisted of 552 self-oriented heterosexual students. The independent variables used were related to gender, age, and religiosity. From the analysis of the results, it was found that the factor of religiosity has a decisive influence on the formation of heterosexual students' attitudes towards both male and female homosexuality. It is further suggested to investigate the factor in combination with other variables.

The Effect of a Team Building Program on the Self-Conceptions of Grade 6 and 7 Physical Education Students

1998 ◽  
Vol 20 (3) ◽  
pp. 300-310 ◽  
Author(s):  
Vicki Ebbeck ◽  
Sandra L. Gibbons
Keyword(s):  
Treatment Group ◽  
Physical Education ◽  
Repeated Measures ◽  
Team Building ◽  
Female Students ◽  
The Self ◽  
Control Group ◽  
Education Students ◽  
Physical Education Students ◽  
Building Program

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

scholarly journals Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior

2019 ◽  
Vol 16 (10) ◽  
pp. 1714 ◽  
Author(s):  
Elisa Huéscar Hernández ◽  
Juan Antonio Moreno-Murcia ◽  
Lorena Ruíz González ◽  
Jaime León González
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Teacher Behavior ◽  
Need Satisfaction ◽  
Teacher Behaviors ◽  
Education Students ◽  
Physical Education Students ◽  
High School Physical Education ◽  
Motivational Profiles

(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk’s Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The “Self-Determined” profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The “Less Self-Determined” profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

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